Professors and practitioners, surveyed as to what degree staff development practices were employed in schools, displayed significantly different beliefs. The model upon which the survey was based, as well as responses given, are discussed here. STAFF DEVELOPMENT IN education is like a maze; it is a network of confusing and complex passages. The true path to designing effective staff development programs is difficult to find. WHAT ARE THE CONCERNS?Concerns about the quality and quantity of staff development raised by teachers, administrators, parents, school board members, and the public in general include the following:. Teachers want to know who will plan staff development activities, how they can find the time to attend inservice activities, and when they will be able to implement what they learn. Principals express concern about how they can find enough time to serve as staff development leaders and to support staff members who attempt to implement what they have learned during staff development activities.. Central office administrators worry about whether the school board will support the new practices and programs which result from staff development, the costs of inservice training, and the amount of released time required for effective staff development programs.. Teachers and administrators alike have questions about who should provide the leadership for inservice, how to motivate educators to become involved in professional improvement activities, how to maintain qual-

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Although personal computers have dramatically changed our lives, over the past decade have they really changed the way we teach, particularly in the laboratory? While computers are available for classroom and laboratory use, we have observed in many secondary schools that a significant proportion of computer use is still in the drill and practice phase, with considerably less computer use devoted to simulations and hypermedia. In the laboratory, an alternative to drill and practice and/or simulation has been amply illustrated by Vernier (1986) and by Seligmann and Thompson (1989). The authors' examples illustrate how to use the computer as a laboratory tool for data acquisition and analysis.This paper describes another example of the use of the computer in the laboratory for data acquisition and analysis-specifically a method to measure the respiration rate in aquatic organisms and also to demonstrate the use of pH measurements in the introductory biology laboratory. This experiment can be carried out with a conventional pH meter and application software or hand calculations. However, it is more easily performed with a computer using a simple game port interface, a pH probe and appropriate software for analysis. The computer approach also has the following advantages: